Child-friendly School Research Articles

Promoting child-friendly school model through school committee as parents’ participation

<p>The study intended to elaborate on the role of the school committee in addressing and promoting the implementation of the child-friendly school model to create a positive school climate and atmosphere. This qualitative approach research adopted a comparative case study since two primary schools become a unit of research analysis. Two primary schools, a public and private primary school in which both of them are located in Jakarta as a study site. The researchers obtained the data through observation, interviews, and document analysis. The research has revealed that the school committees, both in public and private schools, bring a vital contribution to help the schools in terms of supporting and controlling the implementation of the child-friendly school model with several different perspectives. The participation of the school committee is highly needed in monitoring the activity of the learning process toward the quality of school life and in bridging the communication between schools and students' parents, particularly in promoting the model of child-friendly school.</p>

Implementation of Inclusive Child Friendly Primary Schools Policy in Nyandarua County, Kenya

The main problem addressed by this study was the implementation of inclusive child friendly primary schools policy in Nyandarua County. The Inclusive Child Friendly Schools (CFS) policy has become the vehicle through which the government is providing quality education for all children in school by creating a learning environment where all children can learn, all children want to learn, and all children feel included in the classrooms and schools. However, studies show that the conditions in schools are not adequately adapted to accommodate the diversity of learners and even many more children of school going age are left out of school. These challenges generated the objectives of the study which were to examine the practice in public primary schools in line with the inclusive CFS policy and suggestion of appropriate strategies for implementation of inclusive CFS in public primary schools. To achieve this, the study utilized a descriptive survey using both qualitative and quantitative methods. Data collection instruments entailed questionnaires, interview schedule, focus group discussions, observation schedule and document analysis which were first piloted to improve validity and reliability and the accruing data was then analyzed thematically as per the study objectives. The findings of the study indicated that there was a substantial gap between CFS policy expectations and its actual day to day practice in the schools. Schools had the CFS messages engraved but had not made a significant alteration in the line with the policy. From these study findings, the paper presented several policy recommendations including adopting CFS policy to internal contexts so that individual schools look for ways of developing and utilizing selfassessment indicators of CFS at the school levels. Though the area of CFS is relatively new, it was hoped the study could shed light on the way forward for inclusive child friendly school programme in Kenya.

Sosialisasi Sekolah Ramah Anak Pada MAN Malakaji di Kabupaten Gowa Sulawesi Selatan

This Community Partnership Program (PKM) partner is the Socialization of Child Friendly Schools in MAN Malakaji, Gowa Regency, South Sulawesi. The problems are: (1) The stakeholders' lack of awareness to work together to create child-friendly schools. (2) Teachers still do not understand in detail the concepts and programs of Child-Friendly Schools, so their implementation is still not effective. The methods used are: lectures, demonstrations, discussions, questions and answers with colleagues through the Zoom Meeting application. The results achieved were (1) partners were very enthusiastic about the socialization, marked by the number of participants and questions asked, (3) partners really needed socialization and understanding of Child Friendly Schools which was shown by the spirit of participation and curiosity, (4) Quality improvement understanding and mastery is ensured. contrary to the concept of the Child-Friendly School Program (SRA).

Policy Evaluation of Child-Friendly Schools in Depok City; Indonesia

This study aims to look at how to evaluate child-friendly school policies in the city of Depok, Indonesia. This study used qualitative evaluation research methods. Data analysis techniques using observation, interviews, and documentation. This study looks at the antecedents, transactions, and outcomes of child-friendly schools in the city of Depok, Indonesia. The respondents in this study were the Depok City Education Office, school principals, and community leaders. Thus the child-friendly school in Depok City has been realized culturally and naturally, not the result of program intervention.

Children Friendly School as the Legal Protection for Children in Indonesia

The large number of child abuse rates in the school environment forces the government to make policies to tackle it. Through child-friendly schools, it will provide protection for children in educational units. Furthermore, this paper aims to give a solution through child-friendly school. Not only creating schools that are safe from violence, but child-friendly schools also provide opportunities for children to carry out enjoyable learning processes and strengthen children's character. Child friendly schools have provided legal protection for children's rights while in the education unit. Through a child friendly school program based on the principles of child protection and prioritizing the fulfillment of children's rights, it will be a solution for the government today in dealing with various forms of violence that occur in schools.

JAVANESE TRADITIONAL ART-DANCE AS THE IMPLEMENTATION OF CHARACTER EDUCATION OF CHILDREN TO SUPPORT CHILD FRIENDLY SCHOOL

The purpose of the research is to: ( I) identify character education of children in various Javanese traditional dances, (2) to analyze the needs, output, problems. and learning objectives of child-friendly schools (CFS) in applying character education based on regional dance by interviewing a dancer trainer and a professional dancer who have experiences in creating and practicing the dances, and (3) to identify types of Javanese traditional dance values inside the dances. the types of research is through literary studies, interviews, surveys, observations, and documentation. To analyze the data, the researchers useResearch & Development. The findings show that (1) identification of charactereducation in various Javanese traditional dance, (2) there are the needs, output, problems, and learning objectives of child-friendly schools (CFS) in implementing character education based on regional dance, and (3) types of Javanese traditional dance values from.
 Keywords: Javanese Traditional Dance, Character Education, Child-Friendly School

Children’s Worth School: Psychological Well-Being of High School Students in Padang

This study aimed to reveal the condition of a child-friendly school as seen from the psychological well-being students in school. Lately there have been various harassment incidents that have befallen students and their own culprit; this is allegedly related to their discomfort at school. Interviews and observations were employed in this study. The participants which were the public high school students were recruited and determined by snowball sampling. The results showed that, generally, students experienced problems; first, psychological well-being was disrupted due to the following reasons: (1) learning environment which included incomplete classroom and extracurricular activities facilities; (2) teachers’ attribute which included attitudes toward students, show less affection, appreciation and sometimes like to force the will; and (3) inadequate teaching and learning aspects which included poor lesson plans and dense of teaching and learning material. Second, psychological well-being felt by students generally in schools is related to: (1) the atmosphere in the classroom: friendly and not grumpy teachers, fun teachers in explaining the lesson; (2) understanding and easygoing friends who are comfortable to communicate with, and (3) the atmosphere outside the classroom, friendly waiters in the canteen and a comfortable and quiet library.

Implementation of the Green School Festival to Increase Strengthening of Character Education in Era 4.0

The purpose of the Green School Festival is to improve character education that is held every year to manage the school as a green land that is environmentally friendly in the learning process. The research method uses qualitative descriptive data collection through observation, interviews, documentation, and descriptive qualitative analysis. The results showed nine topics that were solved for the problems that occurred. The nine topics include: publication and literacy, environmental management, waste and irrigation, liquid waste water, energy, green plants, child-friendly schools, healthy environment, and innovation and technology.

Aksesibilitas Pada Madrasah Ibtidaiyah Swasta Di Kota Banjarmasin

Indonesia is one of the countries that respects the human rights of its citizens. Based on the fundamental constitutional mandate that education is the right of every citizen without exception, one of the indicators is that educational institutions must open opportunities for every citizen. This study aims to evaluate the existing educational facilities in the city of Banjarmasin, precisely some private Islamic Elementary School (MIS). The method in this research is descriptive qualitative. This method aims to describe the situation as a whole and thoroughly related to the selected object. The results of research related to accessibility for people with disabilities still cannot be seen in some of MIS choosen as the object of this study. The results of this study get the fact that all research objects are not friendly to people with dissabilities, such as conventional school steps. Even though the rule of laws is complete, but in fact, the implementation of these laws still encountered some problems until now. Accessibility for disability is one indicator as a child-friendly school, so, hopefully this research will be a piece of initial information for stakeholders in the Ministry of Religion in improving the quality of essential Islamic education services.

Child Friendly Education: Application of Child Friendly Schools in Creating School Culture in SDN 3 Pasirtamiang

School is a place that should allow a child to learn and feel comfortable. But until now the school has not been able to be a friendly place for children. Although referred to as an educational institution, but violence actually often occurs in schools. Child Friendly Schools are educational units that are able to guarantee, fulfill, respect the rights of children, and protect children from violence, discrimination, and other mistreatment and support children's participation, especially in planning, policy, learning, and complaints mechanisms. Child Friendly Schools aim to protect and provide services that guarantee and protect children from physical and non-physical abuse. This study aims to determine whether schools have implemented Child Friendly Schools as a whole or are still not optimal. Know the school culture that is the result of Child Friendly Schools. The method used in this research is descriptive qualitative which will describe how the implementation of Child Friendly Schools in SDN 3 Pasirtamiang. Data collection techniques through observation, documentation, interviews and questionnaires. Data analysis method uses descriptive method. The results of research at SDN 3 Pasirtamiang have referred to the classification standards for child-friendly schools that have been declared by the ministry of education and culture based on the facts contained in the field. With the formation of character as a child-friendly school culture equips students to be able to actualize themselves towards Islamic character. To develop and create child-friendly schools, it is better to be able to integrate existing programs & activities and be able to adjust the situation, conditions, and abilities of the school by optimizing all school resources.

Perception of Elementary School Heads and Teachers on Child Protection Policy in Private Schools in Tanauan City Division

Child-friendly schools dramatically minimize or remove frequent physical threats and other types of violence occurring in and around schools and learning spaces, such as teachers' corporal punishment, student-on-student abuse, gang wars, bullying, sexual assaults, other forms of gender-based abuse and external group school assaults. Schools that are child-friendly need to collaborate with parents and local groups to avoid abuse. To protect children from physical damage and mental, physical, emotional and sexual violence, simple, transparently implemented policies and procedures and firm measures must be in place. The study's main objective was to evaluate the awareness rates of principals and educators’ engagement on the Child Protection Program at Tanauan City Division's Private Schools, Batangas. The argument is that officials in child-friendly schools should be vigilant in recognizing child violence and neglect, and should be prepared to act in compliance with national laws and policies on child safety, including compulsory reporting to police or other legal authorities. The school's position in serious child protection matters is not to investigate them but to identify cases that need attention and refer them to appropriate child care agencies. The descriptive method of research was used in this study using a survey questionnaire as the main instrument to gather data. The respondents of the study were 15 principals and 185 educators in the said Private Schools in Tanauan City Division. Statistical tools like weighted mean were used in determining the extent of implementation of Child Protection Program and level of perceptiveness of principals and educators. The non-significant differences between their perceptions were established using the t-test formula. Meanwhile, the Pearson r product-moment correlation and r-test were used to resolve the nonsignificant relationship between the extent of implementation of Child Protection Program and level of participation of principals and educators. The result indicated that the views of the two groups of respondents were not substantially different, although both stated that there was intense observance of involvement in the execution of the school manager's duties and responsibilities. It further revealed that there was no shared agreement between the heads of school and teachers about the school manager's roles and responsibilities in enforcing child protection policy. Child-friendly schools should be prepared to recognize, refer and evaluate vulnerable children, especially those who have suffered, suffered or are at risk of serious harm.

Perceptions of Primary School Heads and Teachers, of Strategies to Improve the Implementation of Inclusive Education for Children with Learning Disabilities

The study investigates perceptions of primary school heads and teachers of strategies to improve the implementation of Inclusive Education for children with learning disabilities in Goromonzi South District of Mashonaland East Province. The research employed mixed methods research design, and was conducted in seven schools selected from thirty-one schools in the District. A stratified random sampling strategy was employed in this study. The target population was stratified according to their position. The sample size was fifty-two would-be respondents, randomly selected school heads and teachers. The data were collected through a structured questionnaire and focus group discussions, in which primary school heads and teachers indicated their perceptions of strategies to improve the implementation of Inclusive Education for Children with Learning Disabilities. The collected data were presented and summarised in tables. The findings revealed that respondents perceived the following as strategies that school heads and teachers could use to improve the implementation of inclusive education for learners, namely: creating a shared vision with parents, staff members and students; providing relevant In-service training to educators; providing adequate teaching material, learning resources, and equipment for children with learning disabilities; creating a child-friendly school with a conducive teaching and learning atmosphere; and facilitating inclusion through effectively communicating with, and involving parents and other key stakeholders in the learning of their children. The study recommends the need for Government to provide a comprehensive National Policy with a mandatory order specifying the services to be provided, and guiding all stakeholders to abide by its provisions.

Managing The Environment In Making Children Friendly Schools In SMA 45, Jakarta

Abstract—This study aims to determine environmental management in creating Child Friendly Schools in SMA 45 Jakarta. This research method is quantitative descriptive method. The object of this research is SMA 45 Jakarta, which is located at Jln. Perintis Kemerdekaan Kelapa Gading - North Jakarta. While the subjects or respondents (informants) selected in this study were teachers and parents and students of SMA Negeri 45 who had direct links to the topic, because this research was in the form of case studies, so the related parties were used as respondents. While the data source in this study is the result of in-depth observation activities to get a real picture of the actual situation that occurred at SMA Negeri 45 Jakarta.The results of this study indicate that environmental management to create a Child Friendly School in SMA 45 Jakarta has been in accordance with the components of a child friendly school well, this can be seen from the average value of the statement items on the child friendly school indicators that indicate respondents' answers tend with answers agree and strongly agree so that it has a very good interpretation.

THE MODEL OF GROW ME FOR DEVELOPING THE CHILDREN FRIENDLY SCHOOL

This study is aimed to know the model of GROW ME for developing the children friendly school.This research was conducted at SMP Negeri 3 Majalengka Majalengka Regency on February 2, 2018 until May 30, 2018. The research method used was school action research consisting of two cycles and each cycle consisted of four activities, namely: planning, action, observation and reflection. Data was collected using a sheet of instrument monitoring the evaluation of child friendly school to obtain a picture of the achievement of the development of child friendly schools. Data analysis to obtain a picture of the achievement of the development of chil -friendly schools with a percentage value. Based on the results of quantitative analysis: First, the planning dimension obtained an average cycle of 80% (good category) and cycle 2 of 90% (very good category). Second, the action dimension obtained an average of 1 cycle 80.82% (good category) and cycle 2 90% (very good category). This shows that there are significant differences in the increase of child-friendly school in both the planning and action dimensions in Cycle 1 and Cycle 2.

Application of Child Friendly Schools Through the Hizbul Wathan Scouting Movement To Form Elementary Student Leadership Character

The child-friendly schools through the Hizbul Wathan movement in SD Muhammadiyah Candi 1 Sidoarjo aims to the leadership character is healthy, knowledgeable and moral. Technique collection data use the method of observation, interviews, and documentation supported by triangulation of sources and strategies. The implementation of Hizbul Wathan movement is divided into 5 stages, including: (a) the planning stage, (b) the organizing stage, (c) the implementation phase, (d) the monitoring and evaluation, and (e) the follow-up. The results that inculcation of leadership character integrated into the values of Al Islam and Kemuhammadiyahan was able to teach the values, rules, norms in every life in society.

MANAJEMEN SEKOLAH RAMAH ANAK PAUD INKLUSI

This study aims to understand the management of Child-Friendly Schools (SRA) of PAUD inclusive which was carried out at PAUD Cendekia Kids School and the All Kids Learning House in Madiun City, East Java. This research uses a qualitative approach with case study. The technique of collecting data is done through interviews, observation, and documentation. While the data analysis technique starts from the data display, data reduction, until drawing conclusions. The results showed that; First, PAUD Scholar Kids School and the All Kids Learning House have their respective characteristics in implementing inclusive PAUD management, by adjusting to the conditions of existing institutions. secondly, child-friendly inclusive PAUD management at Cendekia Kids School is in the process of finding shapes while the All Kids Learning House had a shape; third, the obstacles in trying to realize the SRA at Cendekia Kids School are different from those at the All Kids Learning House; fourth, the biggest obstacle to management is human resource management competence; fifth, the two institutions do not have legality as child-friendly PAUD, but in its implementation, it is already appropriate as a child-friendly inclusive PAUD.

Analisis Siklus Kebijakan Sekolah Ramah Anak di MTSN 6 Sleman

This study aims to describe the cycle of child-friendly school policies in MTsN 6 Sleman. This type of research is descriptive qualitative. Data collection techniques using interviews, observation and documentation. Source triangulation is carried out to obtain data validity. Data analysis techniques include data collection, data reduction, data presentation, and verification or conclusion drawing. The results of the study include: the child-friendly school policy cycle in MTsN 6 Sleman including after passing through the stages of agenda preparation, policy formulation, and policy adoption, four policy packages were born to strengthen the Child Friendly School Policy (SRA) so that it can be implemented in the regions, one of which is at MTsN 6 Sleman involving all parties involved. The results of the study include: the child-friendly school policy cycle in MTsN 6 Sleman including after passing through the stages of agenda preparation, policy formulation, and policy adoption, four policy packages were born to strengthen the Child Friendly School Policy (SRA) so that it can be implemented in the regions, one of which is at MTsN 6 Sleman involving all parties involved. Then, the stages of implementing child-friendly school policies in MTsN 6 Sleman, namely: Bureaucratic Structure, Communication of Human Resources, infrastructure, and finance, and Disposition. The learning model used in MTsN 6 Sleman is sufficient to apply the principles of child-friendly schools, namely provision, protection, and participation. Supporting factors are human resources, infrastructure, and financial while the inhibiting factor is the lack of maximum infrastructure and financial resources in creating facilities that are friendly for children with disabilities. Monitoring and evaluation of the implementation of friendly school programs in MTsN 6 Sleman is carried out by the SRA Development Team and involves the KLA task force and other agencies.

IMPLEMENTATTION OF CHILDREN’S FRIENDLY SCHOOL POLICY TO TACKLE THE CULTURE OF BRAWL IN THE MIDDLE SCHOOL (SMA) IN DKI JAKARTA

The purpose of this study is to identify the fight against brawl culture in high schools (SMA) through the implementation of character education in the Child Friendly School policy. The approach used is qualitative with the object of research teachers and principals. Data collection in this study uses interviews, observation and recommendation studies. Based on research results found that through good character education management that involves teachers and principals as examples in the application of character education, it can encourage students not to fight.

Parents Perceptions Regarding The Implementation of Child Friendly School Policy in Early Childhood Education

Abstract: Parents’ Perceptions Regarding the Implementation of Child-Friendly School Policy in Early Childhood Education. Objectives: This study aims to describe the perceptions of parents towards the implementation of child-friendly school policy in units of early childhood education institutions at kindergarten (TK). Method: This study used a qualitative-descriptive approachwith 47 participants who have been selected using a purposive sampling technique. Data were analyzed using Milles and Huberman's analysis. Findings: Parents' perceptions related to the implementation of child-friendly schools that have been applied in kindergarten Aisyiyah and TK Negeri Pembina tend to be positive in terms of the five concepts of child-friendly schools. Conclusions: Positive parent perceptions are very important to drive the success rate of implementing child-friendly school policies. Keywords: parents, child-friendly school policy, early childhood education. Abstrak: Persepsi Orang Tua Mengenai Implementasi Kebijakan Sekolah Ramah Anak pada Pendidikan Anak Usia Dini. Tujuan: Penelitian ini bertujuan untuk mendeskripsikan bagaimana persepsi orang tua terhadap penyelenggaraan kebijakan sekolah ramah anak pada satuan lembaga pendidikan anak usia dini di jenjang Taman Kanak-kanak (TK). Metode: Penelitian ini menggunakan pendekatan Kualitatif jenis deskriptif dengan 47 orang partisipan yang telah diseleksi menggunakan Teknik sampling purposif. Data dianalisis menggunakan analisis Miles and Huberman. Temuan: Persepsi orang tua terkait dengan implementasi sekolah ramah anak yang telah diterapkan di TK Aisyiyah dan TK Negeri Pembina cenderung positif dilihat dari lima konsep sekolah ramah anak. Kesimpulan: Persepsi orang tua yang positif sangat penting untuk mendorong tingkat keberhasilan penerapan kebijakan sekolah ramah anak. Kata kunci: orang tua, kebijakan sekolah ramah anak, pendidikan anak usia dini. DOI: http://dx.doi.org/10.23960/jpp.v10.i1.202009

Konsep SRA (Sekolah Ramah Anak) Dalam Membentuk Budaya Islami di Sekolah Dasar

This research is titled Implementation of child friendly schools in realizing school culture in SDN Geger Tegalrejo which aims to find out whether the school has implemented child friendly schools in whole or in part and to find out the school culture which is the result of the implementation of child friendly schools. The method used in this research is descriptive qualitative which will describe how the implementation of child friendly schools in SDN Geger Tegalrejo. Data collection techniques through observation, documentation, interviews and questionnaires. Data analysis method uses descriptive method. The implementation of child friendly schools in SDN Geger Tegalrejo is in accordance with the indicators of child friendly schools and refers to the classification standards of child friendly schools that have been declared by the ministry of education and culture based on the facts contained in the field. even though SDN Geger Tegalrejo has not implemented the child friendly school as a whole, it has carried out most of the child friendly school implementation for its students. Some of the school culture in SDN Geger Tegalrejo has reflected the culture of a child-friendly school, to support and realize child friendly schools.